Abstract
This study employed the Unified Theory of Acceptance and Use of Technology (UTAUT) to pinpoint the factors that influence how educational technology is used in secondary schools in Mogadishu. Participating in the study were 235 principals and instructors. The participants were chosen through random sampling. The study’s findings demonstrated that four hypotheses—performance expectance (PE), effort expectance (EE), social influence (SI), and facilitating conditions (FC)—progressively affect behavioral intention (BI), which serves as the mediating factor for our independent variables, and consequently there is a positive correlation between behavioral intention and behavioral use (BU) of technology in education. The p-value of each hypothesis is < 0.05, indicating that the null hypotheses were disproved—the lack of ICT infrastructure forces Mogadishu secondary students to continue learning in the conventional manner. Researchers recommended the importance of addressing the challenges of inadequate funding for both public and private schools and suggested conducting further study. The output that can be expected from this study is to change the current situation.
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